Engaging reluctant readers
- authentically.
Thoughts and musings
In last week’s glimmer I shared ‘recommendations for going all in’ to the National Year of Reading 2026.1 I also predicted that this was undoubtedly not going to be the only ‘glimmer’ I would share on this exciting initiative over the course of the year. What I perhaps had not identified was how quickly another related post may form. I have shared before what my inspiration for writing ‘Glimmers in Education’ is.2 A large part of this is the natural occurrence of ‘thoughts, musings, ideas and practical suggestions’ as I go about my week.
So, whilst immersing myself into a busy and bustling classroom environment last week, the ignition of a glimmer appeared. It was just before lunch. The class had a designated 20 minutes to read for pleasure.
“Can we sit under the tables?”
“Can we get the beanbags out?”
“Can we sit with our friends?”
Familiar questions, I was assured, as the pedagogy for social reading environments is clearly embedded into this intentional comfy reading time.3 Then I noticed one young boy, aged 8, sitting at his table. A look of disconcertment etched onto his face. I started the conversation gently.
“Have you found anything you would like to read today?”
“I don’t like reading,” he replied. Stubborn. Decisive. Impassioned.
This child - representative of so many young people who may have developed a disengagement with what they perceive ‘reading’ to entail.
Ideas and practical suggestions
So, how can we authentically reach the children who are actively not engaged with reading? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as practical steps which can be taken, supported by the key visions and intentions of The National Year of Reading, to bring reading to these young people.
In my last glimmer, I signposted the webinar launching The National Year of Reading for schools and early years settings. The recording of this is now available and I would highly recommend giving this a watch: National Year of Reading: Schools & Early Years Settings Launch Webinar.
A number of key points (also cited on the Go All In4 and National Literacy Trust5 websites) were reiterated and really got the sparks of my glimmer igniting. These included:
The importance of meeting readers where they are now - not where we wish they were.
The reporting of a proportion of young people who find reading a ‘chore’.
Motivations for reading which can be categorised under a desire to be:
Curious
Mindful
Social
Interestingly, curiosity increases as children grow older, whilst reading to relax or escape into a story declines.
Using the evidence and insights which we can gather about the children in our care to inform our actions. Teresa Cremin CBE made a number of important points around, and arguments for, the importance of enticing, modelling and inviting children to read based on what we are able to discover about their reader identities.
1. Take an interest - then take action
Many barriers which children have developed against reading are individual to them. There will not be a one-size-fits-all model which can be applied to engaging young people.
So, how can gaining an insight into individual reader identities be curated?
Build time to talk to these identified pupils. I had a short amount of time with the child who I met last week. However, I knew it was important to enter into this conversation without judgement. It was ok that he didn’t like reading (at this point in his journey). Instead, I invited him to tell me why.
“It’s boring,” he replied, decisively.
The subsequent action responding to this admission was to find out a little more about his interests. In this case, playing on his computer. Now, this classroom has a fabulously well-stocked library and a range of reading materials. However, finding a recommendation which may motivate this child was not immediately available. Instead, I was now empowered with the knowledge to go away and consider a few choices which may pique this child’s interest.
Act with authenticity. Uncover reading habits and choices with the children that reflect the readers that we are, as Teresa so eloquently put this. I love the practical idea (shared on the launch webinar) of a 24 hour read. To map what is read over the period of a day. Reading in all of its forms. Having a whole-school (and perhaps even community approach) to this would also be incredibly interesting - and powerful. Make reading experiences clear to the children beyond those of sitting and reading a book in comfy reading time. I am willing to bet that the young boy who identifies as ‘absolutely not a reader’ engages with text on the computer games which he loves to play.
Consider resources which can support you in discovering more about pupils’ reading choices. I have shared in previous ‘glimmers’ the fantastic ‘The Reading Journey’6 digital reading record. This tool is gold for gaining an authentic insight into children’s reader identities. Ownership is placed in the reader’s hands, allowing them the opportunity to proudly curate their own digital libraries. Engagement from the adults in the children’s life allows for powerful conversation around what a child likes to read, what could be recommended next (including between peers) and why a particular book or text type holds little interest. Do take a look at ‘Just Imagine’s’ Nikki Gamble’s blogs exploring the interesting findings which The Reading Journey has uncovered so far.
2. Consider opportunities for reading
Now, as much as I am an advocate for protecting ‘Reading for Pleasure’ time within the school week, if it becomes a stand-alone attempt at “allowing” volitional reading, authenticity becomes compromised. Instead, think about how the opportunity to read presents itself showing up (naturally) in your school environments. It was a privilege to visit Hallsville Primary School in Newham, London at the end of last year to learn from the intentional actions they have taken to promote reading within their school - with great success. If you missed this ‘glimmer’, I would highly recommend having a read.7
So, how can opportunities for reading engage readers who are currently reluctant to do so?
Think about how reading is presented within your school environments. This includes how books are organised on shelves within libraries, reading corners and along corridors - visually and thematically. Choice is so important but choice can also be overwhelming. In-line with The National Year of Reading’s aim to meet children where they are, is to meet them where they aren’t - yet. Use the data which you have found out about your pupils to curate inviting shelves and irresistible clusters of reading material (including access to audio books).
Think about how text is presenting itself around your school - and who is it for. Children are incredibly perceptive. I have lost count of the amount of times where I have only put one earring on whilst getting ready on a bleary-eyed Monday morning, only for this to be pointed out by a pupil within the first 5 minutes of the day! Consider what the purpose of text around your school is. Change this up as much as possible (where relevant). Sticky back plastic is my perfect hack for wiping off and replacing text easily. Reading for meaning in action.
Once you have identified areas which children may be looking out for an addition or update, think carefully about what is being communicated. My friend’s little boy is 6. He often announces that he doesn’t enjoy reading. I have sat with him as he painstakingly ‘sounds out’ every single word in his school reading book, even if he is able to sight read the word. During the Christmas break we went for a walk. “We can take these apples if we would like!” he suddenly announced. This kind offering was communicated on a quaint chalkboard. The apples sat there invitingly. “What are these doing here?” he would have wondered to himself - so he effortlessly (and joyfully) read the sign. He then successfully communicated the messages to his mum and I. We can curate these kinds of opportunities within our school environments - we just need to discover what the motivation for reading the signs is for our unique cohorts of pupils.
Brilliant breakdown of what actually works with reluctant readers. The point about meeting kids wher ethey are versus where we wish they were is huge. I've seen firsthand how a student's relationship with text shifted once game tutorials counted as legit reading. Framing reading as naturally occuring instead of forced rituals dismantles those "reading is boring" walls kids build.
Great post, as usual Laura!
You're so right in finding the child's interest. I once taught a child who'd refuse to read until we bought in some Manga. He loved Anime and once we bought some age-appropriare Manga, he was hooked and couldn't stop reading! Even to the point of refusing to go out at break time so he could continue reading! It makes such a huge difference.